Basic Science Guides JSS 3 You and the Environment

 

Basic Science Guides JSS 3 You and the Environment – Drug Abuse, Bush Burning, Deforestation, Depletion of Ozone Layer and Its Effects, Desertification, Flooding, Soil Erosion and Genetics

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT 

TOPIC 1 – DRUG ABUSE 

 

INSTRUCTIONAL MATERIALS

1. Charts

2. Films

3. Paper

4. Pictures

5. Posters

6. Old newspapers

7. Cardboard paper

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. describe some effects of drug abuse on youths.

 

2. state the strategies for a healthy drug free lifestyle.

3. describe the role and activities of national drug control agencies.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Effects of drug abuse:

  • stomach upset
  • damaged nostril and lungs
  • skin rashes
  • injection abscesses.

2. Prevention of drug abuse:

  • inculcating coping skills
  • positive social interactions
  • healthy life style.

3. Drug control agencies:

  • NAFDAC
  • NDLEA

 

LESSON PRESENTATION 

TEACHER’S ACTIVITIES

The teacher,

 

1. using charts, pictures, films, guides discussion on the socio-economic effects of drug abuse.

2. arranges for a visiting expert to discuss drug abuse and its prevention.

3. guides students to collect newspaper clippings on the activities of national drug control agencies.

 

STUDENT’S ACTIVITIES

The students,

1. watch films, pictures, etc and participate in discussions.

2. listen and direct questions to the visiting expert.

3. collate newspaper clippings for class discussions.

 

LESSON EVALUATION

Students to,

 

1. describe two adverse effects of drug abuse on youths and the family.

2. mention two ways in which a youth can maintain a drug free life.

3. describe briefly the activities of one national drug control agency.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (ENVIRONMENTAL HAZARDS) 

TOPIC 2 – BUSH BURNING 

 

INSTRUCTIONAL MATERIALS

1. Charts

2. Films

3. Pictures

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

 

1. mention social, economic and agricultural practices influencing bush burning.

2. discuss the effects of bush burning.

3. suggest regulations against bush burning.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Practices that influence bush burning

2. Effects of bush burning including economic consequences

3. Regulations against bush burning

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. uses charts, pictures and a film to lead discussions on bush burning and the effects.

2. guides students to suggest regulations against bush burning.

 

STUDENT’S ACTIVITIES

The students,

1. watch films.

2. participate in the discussions.

3. search for information on government regulations against bush burning.

 

LESSON EVALUATION

Students to,

1. state three human practices influencing bush burning.

2. discuss two effects of bush burning on the environment.

3. suggest additional measures that can be taken to minimize bush burning.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (ENVIRONMENTAL HAZARDS)  

TOPIC 3 – DEFORESTATION

 

INSTRUCTIONAL MATERIALS

1. Films/pictures

2. Tree seedlings

3. Garden implements

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. list causes of deforestation.

2. state different effects of deforestation on plant and animal population.

3. recapitulate government regulations against deforestation.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Reasons for deforestation e.g. commercial and domestic firewood.

2. Effects on the environment.

3. Regulations on deforestation.

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. shows film or pictures of natural vegetation and deforested areas.

2. leads discussion on the effects of deforestation and government regulatory measures.

3. organizes tree planting exercise in the school.

 

STUDENT’S ACTIVITIES

The students,

1. watch film.

2. participate in the discussions.

3. participate in tree planting exercises.

 

LESSON EVALUATION

Students to,

 

1. state two reasons for deforestation.

2. discuss the effects of deforestation on plants and animals.

3. state two government regulations prohibiting deforestation.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (ENVIRONMENTAL HAZARDS) 

TOPIC 4 – DEPLETION OF OZONE LAYER AND ITS EFFECTS

 

INSTRUCTIONAL MATERIALS

1. Films

2. Newspaper clippings

3. Pictures

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify where ozone layer is located in the atmosphere.

2. state the importance of the ozone layer.

3. state the hazards of the depletion of the ozone layer to life on earth.

4. mention control measures against depletion.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Description of the ozone layer and its location in the atmosphere

 

2. Importance of the ozone layer

3. Effects of the depletion of the ozone layer:

  • global warming
  • green house effect
  • ice melting and flooding

4. Control Measures – regulation on use of chlorofluorocarbon (CFC) reduce bush burning, and control burning in house hold activities.

 

LESSON PRESENTATION

 TEACHER’S ACTIVITIES

The teacher,

1. using newspaper clippings, films and pictures, leads discussions on the importance and consequences of the ozone layer depletion.

2. guides students to identify and list sources of CFCs.

 

STUDENT’S ACTIVITIES

The students,

 

1. participate in the discussion.

2. observe films and pictures.

3. identify and list sources of CFCs.

 

LESSON EVALUATION

Students to,

1. state the location of the ozone layer in the atmosphere.

2. mention the importance of the ozone layer.

3. mention three hazards of the depletion of the ozone layer to the environment.

4. state two control measures for reducing the rate of depletion of the ozone layer.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (ENVIRONMENTAL HAZARDS) L 

TOPIC 5 – DESERTIFICATION

 

INSTRUCTIONAL MATERIALS

1. Charts

2. Tree seedlings

3. Pictures

4. Films

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. define desertification and its effects.

2. identify geographical zones prone to desertification.

3. describe different human practices that lead to desertification.

4. identify various methods for the control of desertification.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

Desertification,

1. Definition

2. Geographical area

 

3. Causes,

  • overgrazing
  • bush burning
  • cutting trees for firewood, etc.

4. Control

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. leads discussion and uses maps of Nigeria to show areas that are prone to desertification.

2. encourages students to participate in community effort to curb desertification.

 

STUDENT’S ACTIVITIES

The students,

 

1. participate in the discussion.

2. participate in tree planting.

 

LESSON EVALUATION

Students to,

1. define desertification.

2. describe the effects of desertification on the environment.

3. discuss three human practices that promote desertification.

4. list four methods of control of desertification.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (ENVIRONMENTAL HAZARDS) 

TOPIC 6 – FLOODING 

 

INSTRUCTIONAL MATERIALS

1. Pictures

2. Film

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. describe different types of drainage patterns in their community.

2. state the causes of flooding.

3. describe how flooding can be prevented.

4. discuss effects of flooding.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Drainage patterns

2. Causes of flooding

3. Prevention of flooding

4. Effects of flooding on community and farmland

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

 

1. leads students to observe the different drainage patterns around the community after it rained.

2. leads discussions on causes, effects and prevention of flooding.

 

STUDENT’S ACTIVITIES

The students,

1. participate in the class discussions.

2. visit drainage sites and write down their observations.

 

LESSON EVALUATION

Students to,

1. identify two common types of drainage pattern.

2. state two causes of flooding in their community.

3. describe two ways of preventing flooding.

4. mention the effects of flooding on the environment.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (ENVIRONMENTAL HAZARDS) 

TOPIC 7 – SOIL EROSION 

 

INSTRUCTIONAL MATERIALS

1. Water

2. Watering can

3. Sand

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. explain soil erosion.

2. identify human activities that cause erosion.

3. describe methods of controlling erosion.

4. describe practical methods of preventing erosion on a given farmland.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

 

1. Definition of soil erosion

2. Causes of soil erosion

3. Control soil erosion

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. leads discussion on erosion and its effects.

2. demonstrates erosion on a sloppy ground by allowing water to run through.

3. leads a visit to a nearby erosion site and guides students to suggest measures of control.

 

STUDENT’S ACTIVITIES

The students,

1. participate in the discussion and demonstration of erosion.

2. visit an erosion site.

 

LESSON EVALUATION

Students to,

1. define erosion.

2. explain 2 activities of man that promote erosion.

3. describe two methods of controlling erosion.

4. explain how soil erosion can be prevented.

 

BASIC SCIENCE 

THEME – YOU AND THE ENVIRONMENT (FAMILY TRAITS)  

TOPIC 8 – GENETICS

 

INSTRUCTIONAL MATERIALS

1. Charts

2. Pictures

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

 

1. mention some traits that run in their family.

2. distinguish between dominant and recessive traits.

3. identify recessive and dominant traits in their family.

4. state the importance of family traits.

5. trace their family genealogy.

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Family traits (skin, color, height, albinism, etc).

2. Meaning of dominant and recessive traits.

3. Importance of family traits:

  • intelligence
  • diseases
  • resemblance
  • family genealogy

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. brings pictures of family members that illustrate peculiar family traits.

2. directs discussion on:

  • dominant and recessive family traits
  • importance of family traits
  • family genealogy.

 

STUDENT’S ACTIVITIES

The students,

1. participate in the discussions.

2. ask and answer questions.

3. copy chalkboard summaries.

4. draw their family genealogy.

 

LESSON EVALUATION

Students to,

1. list 3 family traits.

2. differentiate between dominant and recessive traits.

3. mention one dominant and one recessive trait.

4. state the importance of family traits.

5. draw their family genealogy.

 

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